Unlocking of student feedback processes in revising a L2 writing task

While studies suggest that student feedback literacy varies, the black box of feedback processes in developing feedback literacy has received insufficient attention. This study investigated six sub-degree students’ feedback processes in revising a L2 writing task. Semi-structured interviews were conducted with students keeping reflective journals in order to collect data. The findings indicate three different types of learners and three patterns of involvement in feedback processes. The capable learners used different cognitive strategies and engaged with various activities to understand, seek follow up, respond to and use teachers’ feedback. The moderately capable learners contributed more time and effort to compensating for their inadequacies in the understanding of feedback and English proficiency to improve their writing. However, the least capable learners put minimal effort and time into feedback processes, and demonstrated less proactivity to receive feedback.